1. Factors influencing successful integration of computer-based learning (CBL) materials into pharmacology courses Ian Hughes School of Biomedical Sciences University of Leeds, UK i.e.hughes@leeds.ac.uk

2. What CBL materials are available? Simple drill software Electronic books Tutorial type programs Simulations Video material Internet-based teaching resources Electronic learning environments

3. What affects successful use? Usability Suitability Integration

4. Usability Quality, presentation & internal navigation Does it fall over? Do you have enough screens? Can the network cope? Will it be there tomorrow? Will they charge you for it? Is it in your control? Can the students access it?

5. Suitability Content? Level? Culture? Language? Learning style? Added value compared to other delivery mode Is there an alternative?

6. Integration Students simply provided with access to software over a network DON’T USE IT. Only 12% of students on a module actually accessed a piece of software associated with a module. Use (and student satisfaction) increased to: >40% when the software was demonstrated in class >70% when associated with a set task >90% when associated with an assessed task There is a need to integrate software with the rest of the teaching material Analogy with the laboratory class

7. So why don’t teachers do it? It takes time to produce material to integrate software into courses Do teachers have the time to do this along with the other pressures we all feel? 86% of pharmacologists identified shortage of time and lack of recognition and reward from their institution as the prime reasons why they did not introduce innovative teaching methods into their teaching. [TIPS 19, 257-262 (1998)]

8. So why don’t teachers do it? Do all teachers have the expertise to do this? Attempts to integrate software into modules are often un-imaginative and do not enthuse students (e.g. look at the software and then answer these MCQ) Of 8 groups developing support material 6 found significant difficulty in thinking of types of innovative materials which integrated software into courses. All groups found devising methods for effective integration easier the second time around.

9. So, what’s the answer? A TLRP (Teaching and Learning Resource Pack) a pre-prepared package of editable materials supplying teachers with a choice of methods with which to integrate a software package into a course an editable wrap-around for a software package TLTP project: Implementing technology based teaching and learning in pharmacology; 1998-2001; USD500k.

10. What do TLRPs contain? Prepared editable exercises and tasks - complete with questions, answers, instructions, marking schedules, - everything you, as a teacher need - e.g. MCQ, EMSQ (questions, answers, explanations, instructions to set, provided stems) poster titles, web pages, crosswords, fill-ins, workbooks PBL tasks, guided scenarios, drug profiles, disease profiles essay titles, practical schedules and marking schedules, glossary construction, definitions……………..,

11. Do they work for staff & students? TLRPs evaluated in –staff & students in development universities –staff & students in universities external to project pre- and post-TLRP use questionnaires structured interviews knowledge tests staff diaries/logs of development process [Dewhurst & Noris]

12. Evaluation - Results Students (data from 12 universities) –positive about using CBL/TLRP as adjunct to normal teaching rather than replacement –liked explicit learning objectives –some preferred CBL practical to the ‘real thing’ –some had concerns about loss of tutor contact –good scores in knowledge assessments mean marks (%  SD, n); 76  13 (42); 53  16 (55); 58  7 (6); 61  13 (60)

13. Evaluation - Results Staff (developing TLRPs) –enjoyed collaboration with colleagues –enjoyed the intellectual challenge –each TLRP takes an average of 70h to put together –the development time is shortened with experience Staff (using TLRPs) –need to use new teaching methods and student-centred learning –very positive about the resulting teaching sessions –TLRP made introducing CBL and new teaching methods easier –big reduction in time needed to prepare materials:------ Simulation; 8-10 hours ---> 2 hours Problem based learning; 30 hours ---> 3 hours Case study; 60 hours ---> 2 hours Work book; 32 hours --->0.5 hours

14. Are TLRPs useful to new users? Carried out in-depth interviews with 6 first time users. –all found them really helpful - good example of how to use CBL e.g. good activities, ideas, assessments; good practical schedules; liked the glossaries –saved them considerable time - several days work achieved in a few hours –stimulated them to write their own TLRPs for other CBL programs –would definitely choose future CBL programs if TLRP available

15. Does it matter how CAL is integrated? YES!!!! ONE CAL program; used in 3 universities; all with year 2 students of pharmacology; approval rating by students:---- –provided with workbook which was assessed and a required part of the course; approval = 90% –provided with MCQ which had to be completed in pairs and a joint submission made; marked and marks count; approval = 78% –shown in a lecture and provided on the intranet; approval = 59% –simply made known that the material was available on the intranet but that use was voluntary; approval = 46% [response rate to questionnaire different; not at same stage in year 2; different numbers and mixes on courses]

16. So, where are we going? 1994-1999 - development/production of CBL materials 21st century integration/implementation of learning resources in courses NOT just of CBL materials - of all types of learning resources NOT doing this individually Collaboration and sharing is the way forward - we no longer have the time or the resource keep re- inventing the wheel at every university

17. Teaching and learning resource packs (TLRPs) Developed collaboratively to provide editable shared materials to introduce new teaching into a course with minimal time commitment from the teacher Can you afford not to be using one? Can you contribute to the development of one? Your LTSN will support you (£££!)

18. Internet based resources Lots available - quality? Integration? Will they be there tomorrow? Will they charge you? What if it goes down? Download or use on-line? DOG LAB: Vincenzi, http://courses.washington.edu/chat543/cvans/ CVS MODULE: Cracowski, www-sante.ujf- grenoble.fr/SANTE/pharma/accueil.htm COURSE: Allain: med.univ-rennes1.fr/edud/pharmaco LABS: Dempster: www.strath.ac.uk/Departments/PhysPharm/index.html MATERIALS/SITES: British Pharmacological Society: bps.ac.uk

19. Integration software just “available” on the network was looked at by 12% of the students! Q1 Q2 Q3 Q4 just available 37 9 2 0 seen in lecture 100 73 58 31 left out but examinable 100 95 78 62 specific work task 100 100 95 90 assessed in software 100 100 100 100 Does it improve learning? In comparison with what? Students use in own time, spend their own money on it and complain if its not available.